Keyword: «inter-subject projects»

New educational standards implementation prioritizes the projective orientation of training in school education. Therefore, consideration of educational activity only as the process of obtaining ready knowledge should be abandoned. Thus, the relevance of the studied problem is substantiated by the need to develop methodical works connected with the introduction of inter-subject projects into mathematics teachers’ pedagogical activity as mathematics has a wide application field in various sciences, though, in classes, it is left behind due to time limits and insufficient mathematical apparatus school students possess. All the above mentioned specifies the goal of the paper: to define opportunities of project-based activity application in integration of mathematical and natural-science disciplines in math classes grades 5-9. The paper proves the necessity to apply project-based technology in the form of inter-subject projects in mathematics. The author provides examples of this technology using in classes that give an idea of active projecting elements using methods. Practical application of this system compensates the lack of meta-subject technologies tools in pedagogical activity as it demands the ability to work in team, communicative skills, tolerance, self-organization, abilities to set goals independently, to achieve them and to analyze obtained results. In addition, the author of the article emphasizes that the project method allows to diversify the learning process significantly, to include a creative component in it, and thus to stimulate the growth of motivation for deeper study not only of mathematics but also of disciplines integrated with it, and to carry out vocational guidance work. The material can be interesting to practicing mathematics teachers who work within the framework of the system-activity approach, teachers of other subjects interested in project activities of an intersubjective orientation, as well as to students of pedagogical specialties.